pbis targeted level orientation october 19, 2011
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PBIS Targeted LevelOrientation
October 19, 2011
Welcome!PBIS Targeted Behavior Orientation by Sherry Schoenberg & Cassandra Townshend
How to login:You will be connected to audio using your telephone after joining the Webinar. Please dial the following info that will also appear on your screen:
Toll: Access Code:Audio PIN: Shown after joining the Webinar
Please DO NOT connect using your computer’s microphone and speakers.
Introductions
When we call your name please:
1)Say “hello”2)Tell us what school you are from.3)Indicate who is in the room with you, if
anyone.
Webinar Logistics
• 2 Ways to Interact:– Raise your hand using the icon on your screen– Type a question into the text box
• Intermittently we will provide opportunities to interact.
• This webinar will be recorded.• Please note, your microphone will be muted
unless otherwise indicated.
Agenda• Overview of PBIS Targeted Level within the RtI Framework• Plan for Sustaining Universal PBIS efforts• Highlight systems needed at Targeted Level• Discuss who needs to be involved in planning at the systems
and student planning levels• Preview Inventory/Self-Assessment• Preview Check-In/Check-Out and Teacher Check/Connect and
Expect• Preview Functional Behavior Assessment• Plan for Targeted Training in November (15-16 or 17-18)• Plan for SWIS CICO (optional)
Emphasis on PreventionSchool-wide/Primary
– Reduce new problem behaviors
Secondary/Targeted– Reduce current problem behaviors
Intensive/Tertiary– Reduce complications, intensity, severity of
current behaviors
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
~80% of Students
~15%
~5%
Establishing Continuum for SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
TARGETED PREVENTION• • • • •
INTENSIVE PREVENTION• • • • •
UNIVERSAL PREVENTION•
• • • • •
Universal Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Intensive Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Core Features of a Response to Intervention (RtI) Approach
• Investment in prevention• Universal Screening• Multi-tiered, prevention-based intervention approach• Progress monitoring• Use of problem-solving process at all 3-tiers• Active use of data for decision-making at all 3-tiers• Research-based practices expected at all 3-tiers• Individual and group interventions commensurate with
assessed level of need
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Individualized data tools
Check-in/ Check-out
Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004
Tier 2/Targeted
Tier 3/Intensive
Inte
rven
tio
nAssessm
en
t
When to Consider Targeted Interventions
• When Universal systems are not sufficient to impact behavior
• When students display chronic patterns of disruptive behavior
• When concerns arise regarding students’ academic or social behavior
Using data to determine when to consider targeted interventions…
Universal Systems Check• Is your leadership team meeting at least monthly? • Do you have a purpose statement and do all staff know where it can be
found? • Are behavior expectations posted throughout the school in every hallway
and learning environment? • Is teaching matrix posted just under/next to or part of behavior
expectations in all environments? • Are all students regularly receiving instruction on behavior expectations? • Is there an acknowledgement system that all staff participate in actively? • Is there clear agreement and understanding of staff responsibilities for
minor and major behavior problems? • Is data being used as the basis for full staff meetings to review progress
and refine strategies?
First, you must plan to sustain your PBIS Universal Level
• Do you still have 80% buy-in? How do you know?
• Who will plan your regular Universal Level roll-out activities?
• How will you use data to help in your planning?
Planning to Sustain Universal PBISActivity:
• Review the PBIS Sustainability Checklist/Action Plan.
• We will ask you to share some of your strategies for sustaining PBIS at the Universal Level.
• We will ask you to identify any barriers that may exist. As a group we will brainstorm solutions.
Discussion/Questions/Comments
Which students might need more than Universal Level supports?
Possible Categories of Risk:• Major office disciplinary referrals• Attendance/late to school• Frequent nurse visits• Homework not completed• Behavior concerns not addressed through discipline
system (e.g. social withdrawal, internalizing)• Other
Using the Referrals by Student report as a Universal Screening Tool
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
19
What is a Targeted Intervention?
• An intervention (or set of interventions) known by all staff and available on an ongoing basis for eligible students throughout the school day.
• Interventions provide additional student support in academic, organizational, and/ or social support areas.
Targeted interventions are…
– Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion);
– Efficient because they use a similar set of strategies across a group of students who need similar support;
– Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals.
Critical Features• Rapid access to intervention (less than a week)• Positive system of support• Students agree to participate• Implemented by all staff/faculty – very low effort• Flexible intervention based on simple assessment of
function of behavior• Adequate resources allocated (admin, team)• Continuous monitoring and decision-making• Administrative support
Examples: Targeted Group Interventions Based on Functions of Behavior
Access Adult Attention/Support: Check-In/Check-Out Adult Mentoring Programs
Access Peer Attention/Support: Social Skills Instruction Peer Mentoring Self-Monitoring with Peer Support (function: academic task
escape) Academic Skills Support
Organization/Homework planning support Homework completion club Tutoring
Remember
Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building
Questions/Comments?
Targeted System for Behavior has two functions:
1. Systems level design and accountability
2. Student intervention planning and monitoring
1. Targeted System
• Creates procedures for all targeted interventions (not individual students).
• Communicates to staff and families.• Links between Targeted and Universal
systems
Focus on Systems Who does this?
• The ViiM Leadership Team or a subset of the Team. Membership can be the same as ViiM Leadership Team but there must be different conversations.
• Administrator should participate
• Others
2. Targeted for student planning and referral
•Meets weekly or bi-weekly to review student referrals and place student on CICO (unless otherwise specified)
•Communicates with staff and parents about student
•Evaluates student progress, needed plan change and exit from intervention
Focus on student planning and referral
Who does this?
• Representative/s from ViiM Leadership Team; • Individual/s skilled in function-based behavior
support planning, Check-In/Check Out Coordinator (if using CICO);
• Administrator.
Targeted PBIS and EST Considerations
• PBIS Targeted Level for student planning is similar to the work of EST.
• EST and PBIS Targeted planning may be separate or combined team but should not be duplicative.
• Develop your PBIS targeted system to fit within your school’s context.
Goal: “Work smarter, not harder!”
Role of Administrator
• Administrator needs to….– Know what the practices look like when
implemented with fidelity;– Be aware of data using tracking tools; help decide
what needs to change;– Be active/visible on teams;– Be “hands on” with the student plans;– Troubleshoot systems level issues.
Role of Supervisory Union/District Coordinator
Builds capacity to implement effective practices– Focus on student outcomes– Focus on fidelity of implementation of effective
practices across District/Supervisory Union.– Align SU/district systems, data and practices.
PBIS Targeted Coordinator Pre-requisites
• Active knowledge of school’s PBIS efforts• Skilled in function-based assessment, behavior support
planning & implementation• Member of the school’s ViiM Leadership Team and EST• Role formally endorsed by school principal• Flexibility to complete tasks during the day• Positive rapport with other school staff
PBIS Targeted Coordinator Responsibilities
• Attend ViiM Leadership Team Meetings• Meet with (student-focused; 2-3 people) Team weekly to
address student referrals, interventions and to monitor progress
• Attend regional coordinator meetings• Attend all training events• Help team complete behavior tasks on time• Help with team organization• Data organization and reporting
Activity:
Complete the ViiM Targeted Interventions Team Profile
Inventory of Targeted Practices
• Complete the Targeted Practices Inventory and bring to Training for further discussion.
Questions/Comments?
Most Promising Targeted Intervention
Check-in/Check-outor
Teacher Check, Connect and Expect
Every school does not need every targeted intervention. All schools need one of the above interventions.
© 2005 by The
Check-In/Check Out Implementation Manual
• Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www.guilford.com)
• Also referred to as BEP• We will call it
“Check-In/Check/Out”
What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE)?
A school-based program for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with:
– Students who do not respond to school-wide interventions
– Students with repeated referrals– Students seeking adult attention
CICO and TCCE Elements
• Daily positive adult contact• Check-in/Check-out system• Daily Report Card (DPR) – increased attention
to behavioral goals• For all school settings• Home school partnership• Collaborative team-based process
Check-In/Check-Out Cycle: How does it work?
• Morning check-in – Students checks in with coordinator within 15 minutes of
arrival time– Coordinator collects and hands out Daily Progress Report
form– daily goal set with students– Students encouraged to make good choices
• Student gives DPR form to each teacher prior to each period (section of time).– (Can also be used in cafeteria or playground… anywhere
there is a supervisor).
Check-In/Check-Out Cycle: How does it work?
• End of day check-out– During last 20 minutes of the day– Goes over daily progress– Reviews progress towards goals– Points tallied– Reward– Graphs student progress
• Daily Progress Report form copy taken home and signed.• Return signed copy next morning.
Check-in/Check-out Coordinator
“Someone the students enjoy and trust”• Enthusiastic• Leads check-in and check-out• Enters data daily• Prioritizes students for review at team meetings• Creates graphs for meetings• Gathers extra info for meetings• Maintains records
Teacher Check Connect and Expect• Student is greeted each day in a friendly positive way by the
teacher.• Teacher reviews behavior expectations with the student, and
encourages student to do well.• After each time period, teacher checks in with student about
progress during time period and indicates points on daily progress report (dpr).
• At end of day, teacher writes the total amount of points achieved for the day on dpr.
• Completed daily progress reports are sent to the targeted team for input into data information system. system.
• Targeted team reviews progress after four weeks unless otherwise indicated.
Getting Started Activities
1. Determine how CICO or TCCE will be implemented in your school
2.Develop DPR3.Develop reinforcement system for students 4.Develop referral system5.Create system for managing daily data6.Plan for fading students off intervention7.Develop staff training8.Develop student and parent training
First Steps: Determine how CICO or TCCE will be
implemented in your school
• Establish the Targeted Student Focused “Team”
• Determine CICO or TCCE• Establish number of students that can be
served on program at one time• Determine the name of this program for your
school
FBA/BIP
Functional Behavior Assessment/Behavior Intervention Plan
A Context for Positive Behavior Support
• A redesign of environments, not the redesign of individuals
• Plan describes what we will do differently• Plan is based on identification of the
behavioral function of problem behaviors and the lifestyle goals of an individual
FBA Team Process Steps1. Collect information.2. Develop testable hypothesis or summary statement.3. Collect direct observation data to confirm summary statement.4. Develop “competing pathways” summary statement.5. Develop BIP.6. Develop details & routines for full implementation of BSP.7. Develop strategies for monitoring & evaluating implementation of
BSP.
FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Identifying who needs an FBA/BIP
• Multiple office disciplinary referrals• Existing targeted interventions not successful
or inappropriate• Academic/behavior data indicates challenge• High intensity or frequency of behavior• Behavior impedes academic performance or is
disruptive to the learning environment• Function of behavior unclear
Source: Crone, D.A. & Horner, R.H., 2003
Setting up a school-wide FBA process:• Who makes the referral?
• What form do they use? • Where or to whom does the referral form go? • Who or what group reviews the referral form to see if Simple FBA needs to be done? • Who schedules the Simple FBA, informs teachers and others who need to know? • Who completes the Simple FBA? • Who or what group develops the testable hypothesis? • Who or what group develops the simple behavior support plan? • What is the proposed timeline from referral, decision, interview(s), summary of Simple FBA,
testable hypothesis statement and development of simple behavior support plan? • When and by whom is BSP reviewed to see if it is working?
CICO-SWIS
Organized around same three areas as SWIS:1. Data Entry2. Reporting3. Tool
Reports organized to be used for two levels of problem-solving1. Overall CICO Implementation2. Individual Student Progress Monitoring
Planning for PBIS Targeted Training
1. Plan for sustainability at the Universal Level.2. Complete PBIS Targeted Coordinator Self-
Assessment.3. Determine who will do systems level and individual
student level planning at the Targeted Level4. Begin Inventory of Targeted Supports5. Consider SWIS for Check-in/Check-out6. Attendance at Targeted Level Training and other
Logistics